AUBURN — Students in grades seven to 12 could have late arrival once a month next year, if the School Committee approves the change this spring.

Auburn Superintendent Katy Grondin told committee members Wednesday night that as schools prepare for the so-called “mass customized learning,” teachers need time to train.

Auburn elementary students have early dismissal most Wednesdays to give teachers professional development time, but grades seven to 12 teachers don’t have that kind of time, Grondin said.

“They need it,” she said. “It would be really fantastic if we started to look at late arrival for students once a month. There’s so much work to be done. We have to bring the teachers together,” Grondin said. “They really need to talk about, ‘How does my course interface with your course’” as they learn how to deliver education that’s designed to meet individual student needs.

“It’s so hard to get them all in one place to do that work. We wonder why high schools might not change as quickly,” Grondin said.

A monthly late arrival would mean grades seven to 12 students would start school at 9:30 a.m. instead of 7:30 a.m. On those days buses would run late, she said.

The exact dates are not yet known, Grondin said, adding she needs to talk to middle and high school teachers. She plans to bring the late arrival back to the School Committee for a vote. That vote could happen in June.

School Committee member Bonnie Hayes said she was playing the devil’s advocate.

“The perception is that high school teachers get out at 2:30 p.m.,” she said. “So why do we have the kids arrive late? Why can’t teachers stay later after school?”

Grondin said that would have a financial cost to taxpayers, because teachers would have to be paid more for a longer day.

Hayes asked if students were to lose two hours a month, wouldn’t that shortchange their education.

Giving up that class time is necessary to make progress, curriculum director Shelly Mogul said. “High school teaching is an isolated profession.”

Teachers get a free period in the day, “but not in conjunction with other teachers in your department.” The schedule doesn’t allow time for teachers to learn how to deliver mass customized learning, Mogul said.

The goal of such learning is to produce students who don’t just have knowledge, but have skills collaboration, communication, creativity and critical thinking. Rather than textbooks, it heavily incorporates computers and other kinds of technology.

It provides more individualized learning for all students, recognizing that students don’t learn at the same pace. Some need more time to master math or English lessons, others need less time. In mass customized learning, the emphasis is not on how much time students spend in school, but on learning what they need to know.

Successful customized learning means students would be more engaged and in control of their education; the role of teachers would be facilitators. There’s less emphasis of grades and more emphasis on mastering lessons.

High school students have been told about mass customized learning, Assistant Superintendent Keith Laser said. Some complained that grades are what motivated them, that colleges won’t like it, or they were concerned that the number of teachers will be reduced. Other students were excited about what they heard, he said.

Parents and more students will hear about mass customized learning in meetings and assemblies in the coming days and weeks, Grondin said.

A handful of high school teachers have begun training for customized learning training. The method is expected to be implemented in all Auburn schools in 2014-15.

Information about mass customized learning is on the Auburn School Department Web page at: http://www.auburnschl.edu/education/components/layout/default.php?sectiondetailid=13335&linkid=nav-menu-container-1-46653

[email protected]